Make to Learn Strand – David Slykhuis and Glen Bull
Increasingly inexpensive advanced manufacturing technologies like 3D printing and the 3D digitization of objects now make it possible to access artifacts in the repositories of the world’s libraries and museums. As the repository of inventions, patents, and plans for many of the world's greatest inventions, the Smithsonian has the ability to help students learn concretely about how problems were solved in the past, how solutions have evolved over time, and in doing so provide students with the interdisciplinary skills needed to solve the problems of the future. Participant in the Make to Learn strand will explore use of historical reconstructions of key inventions to scaffold Science, Technology, Engineering, the Arts, and Mathematics (STEAM) learning.
Informal Learning – Mary Herring and John Lee
The NTLS Informal Learning strand aims to build on the rich history of informal learning and the more immediate work that has been going on in NTLS. In particular, this Informal Learning strand aims to leverage efforts to use technology and cultural resources to support learning in creative and flexible ways. In addition to the Informal Learning strand the 2014 NTLS will include strands focusing on personalized learning technologies and the “Make to Learn” movement. The Informal Learning strand aims to make connections across the three NTLS strands by positioning Informal Learning as a hub to consider the implications of these technologies in informal learning settings.
Personalized Learning Technologies – Teresa Foulger, David Edyburn and Michael Searson
Trends such as wearable technologies and other personalized learning technologies that can capture staggering amounts of data combined with advances in big data offer great promise as well as great peril. Participants in the personalized learning technologies strand will consider the implications from a range of perspectives.
Increasingly inexpensive advanced manufacturing technologies like 3D printing and the 3D digitization of objects now make it possible to access artifacts in the repositories of the world’s libraries and museums. As the repository of inventions, patents, and plans for many of the world's greatest inventions, the Smithsonian has the ability to help students learn concretely about how problems were solved in the past, how solutions have evolved over time, and in doing so provide students with the interdisciplinary skills needed to solve the problems of the future. Participant in the Make to Learn strand will explore use of historical reconstructions of key inventions to scaffold Science, Technology, Engineering, the Arts, and Mathematics (STEAM) learning.
Informal Learning – Mary Herring and John Lee
The NTLS Informal Learning strand aims to build on the rich history of informal learning and the more immediate work that has been going on in NTLS. In particular, this Informal Learning strand aims to leverage efforts to use technology and cultural resources to support learning in creative and flexible ways. In addition to the Informal Learning strand the 2014 NTLS will include strands focusing on personalized learning technologies and the “Make to Learn” movement. The Informal Learning strand aims to make connections across the three NTLS strands by positioning Informal Learning as a hub to consider the implications of these technologies in informal learning settings.
Personalized Learning Technologies – Teresa Foulger, David Edyburn and Michael Searson
Trends such as wearable technologies and other personalized learning technologies that can capture staggering amounts of data combined with advances in big data offer great promise as well as great peril. Participants in the personalized learning technologies strand will consider the implications from a range of perspectives.